When Immigrant and Regional Minority Languages Coexist: Linguistic Authority and Integration in Multilingual Linguistic Acculturation

Autor/inn/en	Sáenz-Hernández, Isabel; Lapresta-Rey, Cecilio; Petreñas, Cristina; Ianos, Maria Adelina
Titel	When Immigrant and Regional Minority Languages Coexist: Linguistic Authority and Integration in Multilingual Linguistic Acculturation
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2774-2787 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sáenz-Hernández, Isabel) ORCID (Lapresta-Rey, Cecilio) ORCID (Petreñas, Cristina) ORCID (Ianos, Maria Adelina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1977235
Schlagwörter	Immigrants; Multilingualism; Second Language Learning; Language Minorities; Acculturation; Language Usage; Spanish; Romance Languages; Native Language; High School Students; Student Characteristics; Profiles; Family Relationship; Language Attitudes; Family Environment; Social Integration; Foreign Countries; Peer Relationship; Personal Narratives; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Sprachminderheit; Akkulturation; Sprachgebrauch; Spanisch; Romanische Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Charakterisierung; Profilanalyse; Sprachverhalten; Familienmilieu; Soziale Integration; Ausland; Peer-Beziehungen; Erlebniserzählung; Schülerverhalten; Spanien
Abstract	This study explores integration and linguistic acculturation in Catalonia (Spain), a multilingual setting where a state and a regional language coexist with those of immigration. Using qualitative content analysis, we examined the linguistic acculturation profiles of 13 high-school students of immigrant background and the linguistic acculturation expectations of 15 autochthonous students, considering Spanish, Catalan and heritage languages. Then, we explored their understanding of what integration means and its relation to language. Public use of heritage languages was the main source of friction. Participants of immigrant origin with assimilation profiles only used heritage languages with family, while those in multilingual profiles also used them in the public domain. Autochthonous students condemned their use in public, although they supported their use at home. Students from immigrant backgrounds advocated for a more inclusive understanding of integration, particularly those in multilingual profiles, but autochthonous students equated integration to assimilation. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01